Martín and the Pink Crayon: Peer Language Socialization in a Kindergarten Bilingual Classroom

Autor/in	Chaparro, Sofía E.
Titel	Martín and the Pink Crayon: Peer Language Socialization in a Kindergarten Bilingual Classroom
Quelle	In: International Journal of Bilingual Education and Bilingualism, 26 (2023) 1, S.50-68 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chaparro, Sofía E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2020.1786495
Schlagwörter	Ethnography; Discourse Analysis; Bilingualism; Socialization; Immersion Programs; Bilingual Education Programs; Kindergarten; Interaction Process Analysis; Second Language Learning; Second Language Instruction; Native Language; Student Diversity; English (Second Language); Classroom Communication; Peer Relationship; Spanish; Language Usage; Family Environment; Self Concept; Multilingualism + Suchen Sie Ihr Suchwort? Ethnografie; Diskursanalyse; Bilingualismus; Socialisation; Sozialisation; Immersionsprogramm; Prozessanalyse; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Klassengespräch; Peer-Beziehungen; Spanisch; Sprachgebrauch; Familienmilieu; Selbstkonzept; Mehrsprachigkeit; Multilingualismus
Abstract	This paper addresses the interactional dynamics of one bilingual, two-way immersion classroom where children came from diverse linguistic, cultural, racial, and socioeconomic backgrounds. Based on an ethnographic discourse analytic study of one kindergarten TWI classroom, I analyze interactional data using participant frameworks as the unit of analysis and develop a linguistic analysis from a language socialization lens. Findings illustrate the ways that children's talk and communicative behaviors act as peer socializing processes as children move in and out of various participatory roles in conversation. By virtue of their intentional spatial positioning around communal tables, students are socializing each other as participants into a bilingual learning community, even when they are silent participants or overhearers. I argue that this framework is a productive lens through which to analyze bilingual multiparty conversations in a way that does not privilege linguistic codes as a basis for analysis. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01